Phenomenal Women: Experiences of Women in Executive Catholic Educational Leadership in the United States

• In Event: Women in Leadership Across the Continents: Equitable Education Systems for All

Abstract

Objectives/Purposes. Though women are overrepresented in education as classroom teachers, they continue to be underrepresented in decision-making leadership positions in education administration (Bynum, 2016; Moorosi, 2018; Robinson et al., 2017; Torrance et al., 2017). Low representation of women in decision making has been attributed to reasons ranging from ingrained patriarchal mindsets, societal biases, lack of professional networks, misconceptions of women in leadership, and the lack of leadership opportunities.

Other causes of gender inequality in educational leadership are linked to a lack of a systematic mentorship ecology and infrastructure within institutions. Hegemonic structures of White males in power mentor other White males to continue the cycle (Robinson et al., 2017). In the Catholic church, traditional beliefs rooted in conservative Biblical interpretation may support and reinforce male domination in leadership contexts. The steady shift of society’s values and understanding of women, however, reveals growing acceptance of women as leaders.

Perspectives/Theoretical Framework. This study used Transformational Leadership and Catholic Social Teaching as its dual theoretical frameworks and perspectives. Transformational Leadership (Northhouse, 2016) emphasizes intrinsic motivation, follower development, emotions, values, ethics, standards, long-term goals, and visionary leadership. Catholic Social Teaching examines the dynamics of Catholic educational leadership models through its own lens of social justice in the workplace through themes of human dignity, solidarity and subsidiarity (Wright, 2017). Through these double lenses, I examined the work of women both as educational leaders and as Catholic educators.

Methods and Modes of Inquiry. Individual interviews were conducted by a one-hour phone or in-person interview. Their interviews were recorded, transcribed, and uploaded on Dedoose, a qualitative software tool. I established a codebook based on the emerging themes of the transcribed text. I then conducted the analysis and produced the narrative and discussion based on charts and information based on prominent themes.

Data Sources. This study analyzed the experiences of current assistant superintendents or superintendents in Catholic dioceses from various regions in the United States. This phenomenological study explored participants’ lived experiences with faith, spirituality challenges and barriers, and navigating relationships and accomplishing goals through transformational leadership. Ten women were interviewed for about an hour and asked questions weaving their experiences with Transformational Leadership and Catholic Social Teaching.

Results. Three main themes emerged from the participants’ narratives: Catholic identity, challenges, and the importance of transformational leadership. The results showed that faith was a common thread that held the women together during difficult times as they ascended into their roles. Challenges ranged from compensation, balancing family life, fighting for a voice, and navigating the politics within a patriarchal system. Transformational leadership practices such as building trust, relationships and capacity integrated with servant leadership emerged as a result despite the challenges.

Scholarly Significance. This study is important because we are in an era that is starting to further recognize the power and voice of women while addressing the injustices of a patriarchal society. This research serves to help “cultivate equitable education systems” by first addressing the inequalities in leadership that are imbued in education systems through daily interactions between all stakeholders.

Author

• Fatima Nicdao, Loyola Marymount University